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What materials are we using to present an issue? Whose voices/ perspectives are we elevating? Are we doing a lot of talking "on behalf" of a group that we don't represent? Or are we bringing in video clips, articles, etc. of people from those groups advocating their position themselves?

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UL- How much dose teacher chatter (clearly happening in the UL case) help/ hurt in these cases?

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UL- How much dose teacher chatter (clearly happening in the UL case) help/ hurt in these cases?

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I would love to have scenarios modeled for me as to how to handle this

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I would love to have scenarios modeled for me as to how to handle this

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Why politicize the classroom? Is that a safe thing to do?

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Where is the point of disagreement? I.E. do the students disagree that there is a racial disparity in America, or do they disagree on how people are protesting, or do they disagree on the vision/demands of BLM?

How do we balance time in class handling these moments impromptu with also going through the day's lesson?

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Obviously, we all have a responsibility in handling situations like these, but are some of us better equipped than others and, therefore, can make the conversations proceed more fruitfully?

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How can teachers be prepared to facilitate heated conversations that randomly pop up in class?

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What is the best way to respond as a teacher?

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Wondering how to "clean up" after a messy situation. Everyone else in the class was able to hear the conversation even though they weren't active participants. This sounds like a counselor and whole group discussion might be helpful.

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Seems like we need a standardized (by level) process to tackle these big DEI questions. Framing, structuring, allowing for individual reflection/response, standards for civil conversation, etc.

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Feels like I've been here before...interested in seeing how to separate a teacher

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I am wondering how to rectify views that challenge the views of the school with the idea that all views are valid.

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How does teacher "referee" these types of discussions so that all voices are heard?

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Who is more at fault for not guiding Jakarius to best solutions: His mother/parent or the school practitioners aware of his situation?

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How do we resolve tensions between individual responses/behaviors and institutional response?

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How do we resolve tensions between individual responses/behaviors and institutional response?

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What are some specific tools teachers can use to facilitate difficult/hot-button conversations so that they don't escalate into yelling and name-calling?

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I am wondering why certain identifying information was not included in the case study?

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How plausible do you think it is for a student to act in the way the main student did? or for students to say what the other students said in this case?

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It seemed like the teacher was expected by the student to have full support, where do we move from trying to being impartial while still being respectful of all people?

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It seemed like the teacher was expected by the student to have full support, where do we move from trying to being impartial while still being respectful of all people?

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Wondering whether the initial teacher in the UL scenario has the latitude to keep students late for this important discussion, which happened at the end of class

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Wondering whether the initial teacher in the UL scenario has the latitude to keep students late for this important discussion, which happened at the end of class

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How would I have acted as a teacher in this scenario?

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How would I have acted as a teacher in this scenario?

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Did this really happen here?
(UL Case)

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Difference between leading a critical discussion vs responding to one

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How will the teacher support all the voices represented in the class?

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ML case study:

~ What are some best practices for cleaning up messes that started elsewhere (at home, in another class etc.)?

~ Might we help give kids skills for how to have these conversations when they are at home (on Fortnite etc)?

~ What are some concrete tactics that can be used for different phases of the response: the initial stopping, the debriefing, the restorative work etc.

~ What preventive work can we do?

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What are our steps as a school moving forward?

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What are our steps as a school moving forward?

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What tools do I need to help students hear one another during these heated debates that are so personal and can be so hurtful?